Back
 ADR  Vol.10 No.3 , August 2022
How Group Violin Lessons in Kindergarten Help Children’s Development
Abstract: Because the earlier children contact with music education, it will better cultivate children’s artistic appreciation and record. Early music education will also positively affect children’s development in all aspects to a certain extent. Such as improving emotional development, cognitive and social skills, memory, etc. However, whether these positive effects also exist in the collective curriculum needs further research and discussion. This article uses the research method of stratified random sampling, the violin students and kindergarten teachers affiliated with A university sample; statistical students’ parents choose the kindergarten which is associated with the school’s collective violin lessons, whether students like this course and whether the teacher in the teaching process should notice the cognitive ability. Then find two volunteers and make them observe and judge students’ performance before and after violin class and put forward their own opinions. Then this paper will analyze and discuss the results of the above series of investigations and finally get the experimental results. The results showed that group music learning did improve children’s non-cognitive abilities, especially endurance and attention, as did music learning alone. In addition, participating in group activities can improve children’s sense of competition and enthusiasm for learning, which is more effective than studying alone. At the same time, the process of collective knowledge can also make children realize the importance of the collective and improve the sense of unity among children.
Cite this paper: Li, J. (2022) How Group Violin Lessons in Kindergarten Help Children’s Development. Art and Design Review, 10, 348-361. doi: 10.4236/adr.2022.103026.
References

[1]   Brouillette, L. (2009). How the Arts Help Children to Create Healthy Social Scripts: Exploring the Perceptions of Elementary Teachers. Arts Education Policy Review, 111, 16-24.
https://doi.org/10.1080/10632910903228116

[2]   Cai, Z. M. (2006). The Influence of Musical Instrument Learning on the Non-Intellectual Factors of Young Children. In Music World (Vol. 4, pp. 24-25). Lanzhou Teachers College.

[3]   Chuutou, A. (2017). The Need for Music in Early Childhood and Instructional Methods. Shijo Dropout School Junior College Proceedings, 50, 176-179.

[4]   Hallam, S. (2010). The Power of Music: Its Impact on the Intellectual, Social and Personal Development of Children and Young People. International Journal of Music Education, 28, 269-289.
https://doi.org/10.1177/0255761410370658

[5]   Yamaguchi, M. (1979). Practical Research and Study of Group Instruction of Kindergarten Violin. Musashino University of Music Research Proceedings, 21, 201-221.

[6]   Yu (2012). Violin Group Lesson at Wulinmen Kindergarten.
http://blog.sina.com.cn/s/blog_b312cd3f0101hfex.html

 
 
Top